15 Textbooks also embody certain learning styles and strategies, which can
influence how individual students go about their own learning. The approach taken by a textbook towards learning strategies may not be explicit
but certain learning styles and strategies will be promoted in the book, explicitly or implicitly, and it is important to identify what they are and how
they are put forward.
Felder and Henriques 1995 propose the ways people receive sensory information as visual, verbal, and other touch, taste, and smell. Visual learners are those
prefer that information is presented visually, in pictures, diagrams, flow charts, time lines, films, and demonstrations, rather than in spoken or written words.
Verbal learners are those who prefer spoken or written explanations to visual presentations. The last ones are touch, taste, and smell. This category plays little
part in language instruction, so it will not be addressed further.
b. Design and organization aspect
This criterion is to evaluate the design and organization of the textbooks. A good textbook should use appropriate font style and font size to make it readable.
Riddell 2003: 205 adds “textbooks should be visually attractive, well laid-out and easy to follow”. When a textbook has a good design and layout, the
information can be delivered well. Organization of a textbook is also an important aspect. According to
Cunningsworth 1995:28, organization is “continuity within the materials and the routes through the materials which are available to learners”. As stated by
Richards 2005, textbooks are efficient because they are better organized. The organization can be based on the structures, functions, topics, or skills. It will be
easy to follow if a textbook is organized.
16 As stated by Brown 2007, the other essential part of a textbook is
sequence. A good textbook should be sequenced. Riddell 2003:205 says “language covered should have a logical progression starting the book at one
level, and finishing it at the higher level.” The sequence of the content can be based on the basis of complexity, learn-ability, or usefulness. Besides sequence, a
textbook should also cover recycling process. According to Cunningsworth 1995: 28, “In the case of grammar and vocabulary, items not only need to be met in
context and actively practised, they need to be recycled three, four or more times before they become in the long-term memory”.
The next criterion of design and organization is the availability of accompanying materials. Cunningsworth 1995 stated that textbook must be
supported by the other materials. Brown 2007 and Harmer 2007 also agree that a good textbook should provide complete package to support the materials.
According to Graves 2000: 174, “textbooks may include supporting materials e.g., teachers’ guide, cassettes, worksheets, and video”.
The availability of individual study materials in the textbooks is also evaluated. Cunningsworth 1995: 106 states, “An increased degree of learner
autonomy, the availability to learn independently, and even to set one’s own learning objectives and monitor them, should be encouraged by textbooks through
the provision of material suitable for individual study”. By learning from textbooks, students are expected to be responsible for their own progression. As
stated by Graves 2000, textbooks should facilitate students for an individual study, so the students know what to expect and what is expected from them.
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c. Language content aspect
